prikaz prve stranice dokumenta Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language
  Download
PDF 558.99 KB
master's thesis
Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language
2016. urn:nbn:hr:142:344439
Ivančić, Mateja
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

Cite this document

Ivančić, M. (2016). Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:344439

Ivančić, Mateja. "Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:344439

Ivančić, Mateja. "Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:344439

Ivančić, M. (2016). 'Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 02 August 2024, https://urn.nsk.hr/urn:nbn:hr:142:344439

Ivančić M. Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2016 [cited 2024 August 02] Available at: https://urn.nsk.hr/urn:nbn:hr:142:344439

M. Ivančić, "Beliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:142:344439

Please login to the repository to save this object to your list.
Metadata
TitleBeliefs and Attitudes of High School Learners toward Peer Correction in Foreign Language
Title (croatian)Stavovi srednjoškolaca prema vršnjačkom ispravljanju
AuthorMateja Ivančić
MentorTanja Gradečak Erdeljić (mentor)
Committee memberDraženka Molnar (predsjednik povjerenstva)
Committee memberGoran Milić (član povjerenstva)
Committee memberTanja Gradečak Erdeljić (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2016-07-13, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
On the basis of the outcomes of numerous prior researches, there has been an inconclusive debate about who should be responsible for correcting learners’ errors in a foreign language. Much attention has been devoted to the claim that teachers should not exclusively bear the responsibility for correcting learners’ errors. Up to the present time, there has been a rapidly growing tendency to abandon the traditional teacher-centred correction, but rather to educate, stimulate, and actively involve learners in the process of learning a foreign language. The main argument supporting this tendency emphasises that learners are supposed to complement their teacher’s role as a corrector with the hope to create a positive, supporting, and cooperative learning environment. In this study, the most important question under discussion is what are high school learners’ attitudes and beliefs toward peer correction in a foreign language. The results suggest that learners strongly appreciate the correction provided by the teacher, but still, seem to acknowledge the beneficial impact of peer feedback. However, the preference for teacher over peer correction should not come as a surprise, especially because the analysed data revealed seldom or even non-existent implementation of the peer correction techniques in foreign language classrooms. On these grounds, another important question can be raised: Would learners estimate correction by their peers as more valuable, if they were offered more opportunities to conduct it in class?
Abstract (croatian)
S obzirom na ishode mnogobrojnih prethodnih istraživanja, pitanje odgovornosti za ispravljanje grešaka u stranom jeziku je nezaobilazno. Mnogo pažnje posvećeno je tvrdnji da učitelj nije isključivi nositelj odgovornosti za ispravljanje grešaka svojih učenika. Sve do danas, izražena je velika težnja za napuštanjem tradicionalnog ispravljanja gdje učitelj predstavlja centralnu ulogu. Umjesto toga, učitelj bi trebao educirati, stimulirati i aktivno uključiti učenike u proces učenja stranog jezika. Kao glavni argument za ovakvu težnju možemo naglasiti očekivanje da učenik nadopuni učiteljevu ulogu u ispravljanju uz nadu da će tako stvoriti pozitivnu i kooperativnu klimu u svom razredu. Najbitnije pitanje u ovom istraživanju je kakvi su stavovi i vjerovanja srednjoškolaca prema vršnjačkom ispravljanju u stranom jeziku. Analizirani rezultati ističu da učenici naglašavaju iznimnu važnost ispravka od strane učitelja, ali također cijene pozitivni utjecaj vršnjačkog ispravljanja na njihov proces učenja. Kako god, snažna orijentiranost prema učiteljevom ispravku ne čudi zbog činjenice da se, prema analiziranim rezultatima, tehnike vršnjačkog ispravljanja rijetko ili nikad primjenjuju u nastavi stranog jezika. S obzirom na to, možemo postaviti drugo bitno pitanje: Bi li učenici smatrali vršnjačko ispravljanje korisnijim, da češće imaju priliku provoditi ga na satu stranog jezika?
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:142:344439
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra engleskog jezika i književnosti (magistar/magistra engleskog jezika i književnosti)
Study programmeTitle: German Language and Literature (double major); specializations in: Teacher Training, Translation Studies
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra njemačkog jezika i književnosti (magistar/magistra njemačkog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2016-08-18 06:11:54